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Page 3 1 Human Resource Development John P Wilson INTRODUCTION AND LEARNING OBJECTIVES Human Resource Development(HRD)is a title which represents the latest evolutionary stage in the long tradition of training,educating and developing people for the purpose of contributing towards the achievement of individual,organizational and societal objectives. Unfortunately,along with its partner Human Resource Management(HRM),it has attracted a certain amount of criticism for its 'insensitive depiction'of people as replacement parts serving the mechanistic requirements of the organization.For many lay people HRD and HRM are visualized in a similar manner to the way in which Charlie Chaplin was swallowed by the giant cogs in the machine and dehumanized in the 1936 film Modern Times. HRD,as with the title HRM,makes individuals sound rather like the nuts and bolts of an organization that can be interchanged and disp pensed with at will.To give it a more human face Drucker suggested the term 'biological HRD'to emphasize the living nature of the people within the organization;however,Webster(1990)suggests that this term gives the unfortunate impression of a washing powder This apparently clinical approach to the involvement of people within an organization has developed as a result of numerous factors which we will consider shortly.To contextualize this development we will first investigate some of the component elements which constitute HRD.We will begin first with definitions of training,education,development and learning
Page 3 1 Human Resource Development John P Wilson INTRODUCTION AND LEARNING OBJECTIVES Human Resource Development (HRD) is a title which represents the latest evolutionary stage in the long tradition of training, educating and developing people for the purpose of contributing towards the achievement of individual, organizational and societal objectives. Unfortunately, along with its partner Human Resource Management (HRM), it has attracted a certain amount of criticism for its 'insensitive depiction' of people as replacement parts serving the mechanistic requirements of the organization. For many lay people HRD and HRM are visualized in a similar manner to the way in which Charlie Chaplin was swallowed by the giant cogs in the machine and dehumanized in the 1936 film Modern Times. HRD, as with the title HRM, makes individuals sound rather like the nuts and bolts of an organization that can be interchanged and dispensed with at will. To give it a more human face Drucker suggested the term 'biological HRD' to emphasize the living nature of the people within the organization; however, Webster (1990) suggests that this term gives the unfortunate impression of a washing powder. This apparently clinical approach to the involvement of people within an organization has developed as a result of numerous factors which we will consider shortly. To contextualize this development we will first investigate some of the component elements which constitute HRD. We will begin first with definitions of training, education, development and learning
Page 4 and use these as a basis for a definition of HRD.We will then consider how HRD contributes to strategic issues and how the various elements interrelate with HRM.In conclusion.there is a consideration of the roles and practical competencies required of those in HRD. Having read this chapter you will: understand and be able to differentiate between training,education, learning,development and HRD; understand the relationship between hrm and hrd know the elements of the Human Resource Compass;and be aware of the competencies(USA)and the competences (UK)associated with training and development DEFINING THE TERMS:TRAINING,EDUCATION,DEVELOPMENT,LEARNING AND HRD Training The historical antecedents of training have contributed towards the current perception of training.In many crafts and guilds the purpose of training was to enable indentured apprentices to work for a period of years under the supe vision of a master craftsperson. Eventually,the apprentices learned the skills required of that occupation and would produce a complex piece of work.a 'masterpiece'.incorporatina much of what they had learned. This would then enable them to be me members of the specific guild.Hence,today,we have the term 'Master's degree'which illustrates that the person is,or should be,fully conversant with that area. An often referred source of definitions has been the Manpower Services Commission's (1981:62)Glossary of Training Terms which defines training as: a planned process to modify attitude,knowledge or skill behaviour through learning experience to achieve effective performance in an activity or range of activities.Its purpose, in the work situation,is to develop the abilities of the individual and to satisfy the current and future needs of the organisation. The term 'learning experience'was used because the compilers of the Glossary expressed the view that there was no clear demarcation between education and training and they also wanted to emphasize the integrated nature of the two
Page 4 and use these as a basis for a definition of HRD. We will then consider how HRD contributes to strategic issues and how the various elements interrelate with HRM. In conclusion, there is a consideration of the roles and practical competencies required of those in HRD. Having read this chapter you will: • understand and be able to differentiate between training, education, learning, development and HRD; • understand the relationship between HRM and HRD; • know the elements of the Human Resource Compass; and • be aware of the competencies (USA) and the competences (UK) associated with training and development. DEFINING THE TERMS: TRAINING, EDUCATION, DEVELOPMENT, LEARNING AND HRD Training The historical antecedents of training have contributed towards the current perception of training. In many crafts and guilds the purpose of training was to enable indentured apprentices to work for a period of years under the supervision of a master craftsperson. Eventually, the apprentices learned the skills required of that occupation and would produce a complex piece of work, a 'masterpiece', incorporating much of what they had learned. This would then enable them to become members of the specific guild. Hence, today, we have the term 'Master's degree' which illustrates that the person is, or should be, fully conversant with that area. An often referred source of definitions has been the Manpower Services Commission's (1981:62) Glossary of Training Terms which defines training as: a planned process to modify attitude, knowledge or skill behaviour through learning experience to achieve effective performance in an activity or range of activities. Its purpose, in the work situation, is to develop the abilities of the individual and to satisfy the current and future needs of the organisation. The term 'learning experience' was used because the compilers of the Glossary expressed the view that there was no clear demarcation between education and training and they also wanted to emphasize the integrated nature of the two
Page 5 A more recent source of definitions is CEDEFOP's(The European Centre for the Development of Vocational Training)Glossarium of educational and training terms in nine European languages.This glossary was developed to encourage understanding and cooperation between countries.The original intention was to standardize the meaning of terms in Europe,but partly due to linguistic and cultural differences the proposal was not adopted.CEDEFOP(1996:52)defines vocational training as: Activity or programme of activities designed to teach the skills and knowledge required for particular kinds of work. Training.usually takes place at working places,whereas education.takes place at educational establishments.(UK) Both of the definitions above illustrate the application of training to the requirements of the P9ateaoe6gyeatetitinopeacsae9anacpsnoaoseoweySmng nds to occur in the workplace.They also normally has an immediate application and is generally completed in a shorter timescale than education.(Van Wart et al,1993) Education From an historical perspective education was closely linked to the church in western countries and the number of people receiving education was very limited,as was the case with the guilds.Much of the emphasis was on classics,ie Latin and Greek,and there was minimal co nsideration f practical applications.However,the educated per son was often more highly regarded and thus oversaw the craftsperson;a trend which may still be seen today and which influences recruitment to some disciplines. Education is defined as: activities which aim at developing the knowledge,skills,moral values and understanding required in all aspects of life rather than a knowledge and skill relating to only a limited field of activity.The purpose of education is to provide the conditions essential to young people and adults to develop an understandina of the traditions and ideas influencina the society in which they I e and to enable them to make a contribution to it.It involves the study of their own cultures and of the laws of nature,as well as the acquisition of linguistic and other skills which are basic to learning,personal development,creativity and communication.(Manpower Services Commission,1981:17) A programme of learning over an extended period with general objectives relating to the personal development of the pupil/student and/or his/her acquisition of knowledge.In addition education refers to the area of public policy concerned with programmes of
Page 5 A more recent source of definitions is CEDEFOP's (The European Centre for the Development of Vocational Training) Glossarium of educational and training terms in nine European languages. This glossary was developed to encourage understanding and cooperation between countries. The original intention was to standardize the meaning of terms in Europe, but partly due to linguistic and cultural differences the proposal was not adopted. CEDEFOP (1996:52) defines vocational training as: Activity or programme of activities designed to teach the skills and knowledge required for particular kinds of work. Training . usually takes place at working places, whereas education . takes place at educational establishments. (UK) Both of the definitions above illustrate the application of training to the requirements of the organization and the fact that this training tends to occur in the workplace. They also indicate a relatively narrow limitation to specific skills and operations. Moreover, training normally has an immediate application and is generally completed in a shorter timescale than education. (Van Wart et al, 1993) Education From an historical perspective education was closely linked to the church in western countries and the number of people receiving education was very limited, as was the case with the guilds. Much of the emphasis was on classics, ie Latin and Greek, and there was minimal consideration of practical applications. However, the educated person was often more highly regarded and thus oversaw the craftsperson; a trend which may still be seen today and which influences recruitment to some disciplines. Education is defined as: activities which aim at developing the knowledge, skills, moral values and understanding required in all aspects of life rather than a knowledge and skill relating to only a limited field of activity. The purpose of education is to provide the conditions essential to young people and adults to develop an understanding of the traditions and ideas influencing the society in which they live and to enable them to make a contribution to it. It involves the study of their own cultures and of the laws of nature, as well as the acquisition of linguistic and other skills which are basic to learning, personal development, creativity and communication. (Manpower Services Commission, 1981:17) A programme of learning over an extended period with general objectives relating to the personal development of the pupil/student and/or his/her acquisition of knowledge. In addition education refers to the area of public policy concerned with programmes of
Page 6 learning in a particular jurisdiction taken altogether(e.g.in the context of education expenditure).(Ireland) Activities aim at developing the knowledge,skills,moral values and understanding required in all aspects of life rather than knowledge and skill relating to only a limited field of activity.The purpose of education is to provide the conditions essential for young persons and adults to develop an understanding of the traditions and ideas influencing the society in which they live and to enable them to make a contribution to it.It involves the study of their own and othe cultures and the laws of nature as well as the acquisition of linguistic and other skills which are basic to learning,personal development,creativity and communication.(UK)(CEDEFOP,1996:48) Education is considerably broader in scope than training and this is perhaps illustrated by the considerably longer definitions above.It also has a less immediate and less specific application than training and is often perceived as being delivered in educational institutions.Education is regarded as encompassing knowledge,skills and attitudes(Bloom etal,1956). There is a continuing tension between the needs of industry and commerce with their immediate requirements for specific skills and the educational requirements of the individual and society which need people who can contribute to the quality of life in a multi-faceted way.There is therefore a tension between traditional education and training provision which is illustrated by Dearden (1991:93): But training can be,and often is,very illiberally conceived,and then it may not merely be uneducational but even anti-educational.As an example of the uneducational,one might mention the recent controversy over whether trainees in the YTS(Youth Training Scheme) should be given any opportunity to consider the social significance of work as part of their off-the-job'provision Distinguishing between education and training can be quite problematic.One very illustrative example of the difference between education and training would be a young child coming home and saying,'We had sex training today!'This is in stark contrast to sex education casses that imply a theoretical rather than a practical application of learning! Development Development is: the growth or realisation of a person's ability,through conscious or unconscious learning. Development programmes usually include elements of planned study and experience,and are frequently supported by a coaching or counselling facility.(Manpower Services
Page 6 learning in a particular jurisdiction taken altogether (e.g. in the context of education expenditure). (Ireland) Activities aim at developing the knowledge, skills, moral values and understanding required in all aspects of life rather than knowledge and skill relating to only a limited field of activity. The purpose of education is to provide the conditions essential for young persons and adults to develop an understanding of the traditions and ideas influencing the society in which they live and to enable them to make a contribution to it. It involves the study of their own and other cultures and the laws of nature as well as the acquisition of linguistic and other skills which are basic to learning, personal development, creativity and communication. (UK) (CEDEFOP, 1996:48) Education is considerably broader in scope than training and this is perhaps illustrated by the considerably longer definitions above. It also has a less immediate and less specific application than training and is often perceived as being delivered in educational institutions. Education is regarded as encompassing knowledge, skills and attitudes (Bloom et al, 1956). There is a continuing tension between the needs of industry and commerce with their immediate requirements for specific skills and the educational requirements of the individual and society which need people who can contribute to the quality of life in a multi-faceted way. There is therefore a tension between traditional education and training provision which is illustrated by Dearden (1991:93): But training can be, and often is, very illiberally conceived, and then it may not merely be uneducational but even anti-educational. As an example of the uneducational, one might mention the recent controversy over whether trainees in the YTS (Youth Training Scheme) should be given any opportunity to consider the social significance of work as part of their 'off-the-job' provision. Distinguishing between education and training can be quite problematic. One very illustrative example of the difference between education and training would be a young child coming home and saying, 'We had sex training today!' This is in stark contrast to sex education classes that imply a theoretical rather than a practical application of learning! Development Development is: the growth or realisation of a person's ability, through conscious or unconscious learning. Development programmes usually include elements of planned study and experience, and are frequently supported by a coaching or counselling facility. (Manpower Services